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The purpose of this study was to determine if the application of a regression equation to a standard score formula or the use of two different low-achievement cut-off criteria would equalize the proportion of white to African-American students made eligible for learning disabilities and to determine the possible effects of other aspects of the eligibility process. The authors reviewed 6,036 LD eligibility reports from 137 school systems that represent 88% of the Georgia student population. The results indicate that the regression equation and the two low-achievement cut-off criteria significantly increase the number of both white and AfricanAmerican students who would be eligible for LD when compared to the standard score formula only. However, none of these alternative criteria was successful in equalizing the proportion of white to African-American students. The authors examine the issues of disproportionate referral of students, the use of IQ-achievement discrepancy criteria, and the question of how students with low IQs will be served.

A mnemonic strategy designed to increase the written production of students with learning disabilities he paradox was immediately apparent! While the teacher of ten learning disabled students was telling me how her students hated to write, I couldn't help noticing bookcovers decorated with words and pictures and scraps of paper on which notes had been written from one student to another. (In all likelihood, there would have been additional evidence of covert writing had I visited the rest rooms!) In spite of the fact that these LD students seemed to be giving ample evidence of writing, this teacher, as with many teachers of LD students, was having a difficult time involving her students in classroom writing activities.We have learned that we can help our students who have writing problems by using mnemonic strategies, and it seems apparent that classroom teachers can also benefit from using mnemonic strategies when planning and teaching written expression skills. An example of a mnemonic strategy for written expression is the proofreading strategy titled COPS

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